Responding to Student Writing

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You're nothing but a stack of essays.Responding to Student WritingJennifer BucknerMethods for Responding to Writing: Screencasting (video of computer activity)Methods for Responding to Writing: RubricsMethods for Responding to Writing: LettersMethods for Responding to Writing: Video/AudioCurrent Position Statements on Writing AssessmentPrinciples for RespondingAvoiding the Alice Syndrome:You're nothing but a stack of papers.ResourcesComposition and History: Timeline. Ohio University. Retrieved from http://www.english.ohiou.edu/cifer Jan 7, 2012

Conference on College Composition and Communication. (March 2009) Writing Assessment: A Position Statement. Prepared by CCCC Committee on Assessment, November 2006.

Gottschalk, K. and Hjortshoj, K. (2004) The elements of teaching writing: A resource for instructors in all disciplines. Boston: Bedford/St. Martin's.

Council of Writing Program Administrators. NCTE-WPA White Paper on Writing Assessment in Colleges and Universities. Prepared by NCTE and Council of WPA. Retrieved from: http://wpacouncil.org/whitepaper1234stndStudentEnglish 101Dear Student,(questions that stimulate further thought, summaries of what reader understood, descriptions of difficulties encountered, critical & constructive feedback)Sample PaperrdinsertspecificcommentsGeneral ---> Specificillustrate final commentsmark patterns of concernpoint to passagesthat workDear Student,(questions that stimulate further thought, summaries of what reader understood, descriptions of difficulties encountered, critical & constructive feedback)General ---> Specificthless is moreA-gradereply to the writerin organized commentsfocus: 2-3 KEY issueskeep a running listlimit comments = What can the writer understandand put to use?skim batch of papers firstuse common handout/mini-lesson for repeated patterns and problemsrequest a student conferencebaffled?involve studentspoint to errors vs. correctingpeer reviewcover lettersfeedback response & revisionResponding to Online Portfolioshttp://screencast.com/t/27t7D19YntHMethods for Responding to Writing: Annotated ResponsesTop of the Page Comment

“Beautiful job, Student. You are a really terrific writer, and your essay reflects your intelligent approach to things. I enjoyed your essay and I learned from it. Thanks.”http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1012-nov2011/EJ1012When.pdf18th CToday19001800focus: Rhetoric (Oratory, Debate)activities: 1. Reading/Analysis of Model Essays 2. Memorization (figures, tropes, forms)Assessment: Oral (Conference, Class)1865goal: memorize writing concepts Format: Lecture / Question+ birth of textbook(accomodate for increase in young instructors + influx of students in college)1870Harvard Exam (1870)+written entrance exams = "literacy crisis" textbooks/assessment: move towards mechanical writing (exercises) and correctness19501930current-traditional rhetorictransactional rhetoricCorrectnessespressionist rhetoric(psychological, individualistic)ScientificThesis-Driven TextbooksModal-Driven PedagogyExpository WritingPurpose-Based Approaches1960Timeline of Composition Studies http://www.english.ohiou.edu/cifer_theoryCognitive Rhetoric(scientific method empirical data)Expressivists1980self-discoveredself-assessedProcess PedagogyPortfoliosSocio-Cultural Theories of LanguageWriting assessment should: reflect human readers: recognizing writing as a "complex and content-rich interaction between people" CCCChelp writers "develop and shape ideas as well as organize, craft sentences, and edit" CCCCinvolve multiple sources of feedback (period of ungraded work, peer review)follow clear communication about expectations & values about writingfocus on what students do well in writing"should incorporate meaningfully the multiple values and ways of expressing knowledge by students present in the classroom and local communities." WPA"When I stopped writing on my students’ papers and made use of audio comments instead, I discovered that assessment, which I had always regarded as a chore, could be a powerful teaching tool and a means of helping my students communicate their thoughts and opinions in effective and engaging ways. Recording audio comments has helped me deliver feedback on student work that is compatible with my practice of student-centered, responsive writing instruction. And I think my students can hear the difference." (Bauer, 67)https://docs.google.com/open?id=0B_H9yh2AQaTONzFjNjEyOGItZmZiZi00ZjA3LWEwOGItZDUwZDMyYTI0Mzljpost-process1963Research in Written Composition